This study aims at introducing and discussing the concept of ‘academic culture,’ the Chinese concept of ‘talent cultivation’, and the influence of ‘academic culture’ in the process of ‘talent cultivation’in the Chinese context. It uses the analysis of some observation notes and relevant literature that examines the issue of ‘academic culture’. The Chinese ‘talent cultivation’is fascinating and seems useful due to the significant development of the higher education system with the increasing internationalization and the innovation of scholars. However, some challenges such as academic scandals and academic corruption, the falsification and plagiarism of academic achievements, the phenomenon of money-worshipping, the vulgar pragmatism, the utilitarianism, the academic creation of falsehood, the culture of guanxi, the lack of talent competition, and the lack of competition with consciousness remain actual. It appears that the cultivation of creative talent and innovative research involves the enhancement of the whole academic organization and environment.

This study investigates the trends and orientations upon graduation of increasing Cameroonian students in China. Its purpose is to know where these students really choose to go after graduating from Chinese higher education institutions. By using a mixed method approach, including questionnaire and interview, the findings provide evidence that many Cameroonian students in Chinese higher education institutions do not show a real interest for returning home despite a tightened employment environment in China. Some of the respondents prefer to go in adventure in other foreign countries. Others do not have a predefined direction but will cherish the opportunities that may arise. Another group, on the contrary, would like to stay in China. The unconducive and hostile conditions in the home country were reported as demotivating factor for both the return and the contribution to the home country's development from afar. Thus, there is a critical need for Cameroon and African countries in general to creates conditions for a good environment of competence transfer by these graduates even though they remain in their host countries or choose to go elsewhere.

Chinese language teaching and learning in Cameroon has developed rapidly. Teaching Chinese as a foreign language in secondary schools in Cameroon requires teachers' professional training. Due to the complexity and challenges of the Chinese language teaching, teachers need to be equipped with the necessary linguistic, didactic, communicative, and cultural competencies. Based on a critical and in-depth analysis of documents, statistical analysis and interviews, this study has analysed the current situation of the initial teacher training (ITT) model for secondary school Chinese language teachers in Cameroon in various aspects, including the training objective, duration, curriculum methods and lecturers. The results of this study show that the initial teacher training of secondary school Chinese language teachers in Cameroon has undergone many steps in its development. At the same time, it faces some challenges such as, the limited number of Chinese language lecturers, outdated training curriculum and insufficient practical courses. To address these issues, the authors made some practical recommendations such as the urgent need to recruit and train more cameroonian lecturers, strengthen and diversify cooperation with other international higher education institutions, follow up on cameroonian students who are studying in China, set up a system which will encourages graduates to come back home after their studies to participate in the country’s development, enrich the training curriculum by revising the current programme, focus more on practical courses and cultural animations and finally set up a micro-teaching programme.

Cameroon and China have been cooperating and exchanging in several areas for a long time. In the educational sector, the Confucius Institute plays an important and 'unique' role in the materialisation of the educational and cultural exchange between the two countries. In recent years, the institute is experiencing a resurgence of interest in Chinese language and culture among young Cameroonians. The number of learners enrolled in the Confucius Institute is increasing, and the realisations of the Institute are obvious, it includes the grant of scholarships to study in China, the training programmes for local Chinese teachers and the opportunities of work for graduated students. Nevertheless, despite the success and various realisations of the Confucius Institute in Cameroon, some issues influencing the performance of this institution and the quality of the cooperation need to be addressed. It remains necessary to conduct some reforms on the management of the cooperation to attend an effective and successful educational and cultural exchange and mutual understanding.

作为亚非作家会议重要的组织国和参与国，中国和喀麦隆在此盛会上有了重要的文学交流并取得了一定的成绩，自此，开启了中国与喀麦隆七十年的文学交流史。本研究主要采用了文献分析法，通过文献查找、收集及分析的方法而获得资料。研究发现喀麦隆著名作家、政治家费迪南•奥约诺（Ferdinand Oyono），文学家蒙戈•贝蒂(Mongo Beti)，本杰明•马迪普（Benjamin Matip）, 恩格波特•穆恩（Engelbert Mveng），茅盾，巴金，刘白羽，郭小川等人是中喀文学交流的重要开拓者与践行者，堪称“中喀文学交流的桥梁”。喀麦隆文学的译介与研究工作在中国取得了一定进展；中国文学在喀麦隆的学习与研究也逐渐发展起来。诸多文学形式的交流，有力地促进了中国与喀麦隆文学、文化往来，为双边友谊发展做出了不可磨灭的贡献。